The project's main objective is key competences development which appears to be a real educational need in the modern society of present world. All partner schools find this goal valuable and important for their institutions. Each partner schools conducted researches of external tests results of their pupils to find out what their strong and weak points are. This way each school managed to appoint which key competences need requirement and what their expertise is. The school which finds its educational results within the given competence satisfactory, becomes a leader for other partners in the area of education devoted to this particular key competence. Partner schools differ in particular key competences level of acquisition but on the other hand they appear to be complementary one to another. Therefore the school from Poland proves to acquire very good results in teaching English but they find necessary to improve communicational skills of their students in the foreign language. All partner schools admitted to have similar problems and agreed to work on communication in English in the first year of the project. After detailed analysis the school from Poland proved that Mathematics tends to be the most difficult for their students. So Estonian school which acquire very good results in Mathematics teaching agreed to take the substantive leadership in the second year of the project when all partner schools will work on Mathematics. The school from Slovenia reaching very high results in scientifical competence will become the leader of all Science activities during the whole project. Italian school which has got experience in Montessori teaching method will upgrade the project with their ideas concerning learning to learn competence and development of learners' autonomy and responsibilites to give them the ownwership of learning. Apart from students exchanges which are measured to play exceptional educational and motivational role for learners from both sides; guest students and their host peers, all partner schools will organise short term staff trainings according to their expertise. About 180 students and 25 teachers from all partner schools will constitute regular project teams. Nevertheless there will be a number of activities in which all students will take part so the total number of learners involved will reach 2200. Apart from that: - 48 students will take part in short term exchanges of students and learning activities prepared for them on these occasions - 36 teachers will participate in transnational staff trainings -12 teachers will accompany students during short term exchanges of students Target groups: young teachers, experienced teachers wanting to develop their professional skills, students with fewer opportunities, students from rural areas and a small town at the border of the country - peripheral areas with less cultural and occupational opportunities. Teachers taking part in transnational staff trainings as well as teachers running regular project activities will organise once a year workshop for teachers from other schools and open lessons for parents. There will be great project events organised by all partner schools at the same time in which all participants, inhabitants and other stakeholders will participate. Methodology in carrying out the project consists of testing, workshop, presentation, tutorial films, problem analysis, exchange of good practices, evaluation methodology: survey, poll, questionnaires, observation sheet, analysis of students' tests results. Mathematics teaching methodology: problem, situational, practical methods, brain storming. English teaching methods concern using ICT, e.g. blogs and website.The methods applied are brainstorming, task-based approach, dramatization, role-play and communicative approach. In the field of Science the methods applied are discussion, observation, research, perception and sensory methods. Teachers will develop their professional skills and knowledge concerning key competences teaching methods and techniques, usage of ICT tools in teaching process. Working in international team will allow them to develop their social skills and encourage them to work on their lingustic skills. Partcicipants will gain better perspectives for future international, coeducative projects participation. Schools will enhance their potential in key competences acquisition by innovative programmes. Students will develop mathematical, scientifical and communication in foreign language key competences according to the innovative programmes introduced. Project participants, local community and other stakeholders will develop ecological awareness. All teaching materias acquired and produced during the project will be constantly used at schools in their everyday teaching practice also after the end of the project: teaching methods, approaches, techniques, tools, innovative programmes activities and tasks, lesson plans, project results.
The project's main objective was key competences development which appeared to be a real educational need in the modern society of present world. All partner schools found this goal valuable and important for their institutions. Each partner schools conducted researches of external tests results of their pupils to find out what their strong and weak points were. This way each school managed to appoint which key competences need requirement and what their expertise was. Partner schools differed in particular key competences level of acquisition but on the other hand they appeared to be complementary one to another. Therefore the school from Poland proved to acquire very good results in teaching English but they found necessary to improve communicational skills of their students in the foreign language. All partner schools admitted to have similar problems and agreed to work on communication in English throughout the whole project. The school from Poland proved that Mathematics tended to be the most difficult for their students that's why this school prepared and introduced a detailed Maths teaching program to improve their students' results. The school from Slovenia putting great emphasis on digital competence became a leader of international online cooperation via eTwinning platform. Italian school which has got experience in Montessori teaching method upgraded the project with their ideas of developing students' autonomy in learning process. The school from Estonia which is situated at the territory of natural park, became a leader in nature study. Apart from students exchanges which were measured to play exceptional educational and motivational role for learners from both sides; guest students and their host peers, the schools from Poland and Italy organized short term staff trainings. About 180 students and 25 teachers from all partner schools constituted regular project teams. Nevertheless there were numerous activities addressed to all students of all partner schools, whereas others involved stakeholders e.g. National Forestry, inhabitants or municipalities. Apart from that 36 students took part in short term exchanges of students and learning activities prepared for them on these occasions, 24 teachers participated in transnational staff trainings, 65 students took part in virtual mobility to Estonia and 27 teachers accompanied them, 12 teachers accompanied students during short term exchanges of students. Target groups of the project were: young teachers, experienced teachers wanting to develop their professional skills, students with fewer opportunities, students from rural areas and a small towns - peripheral areas with less cultural and occupational opportunities. Teachers taking part in transnational staff trainings as well as teachers running regular project activities organized workshops for other teachers from their schools as well as for parents presenting project’s goals, activities and outcomes. Within the project apart from regular activities at each school there were a few international projects of students' online cooperation created; a set of online books on ecology and comics on noise with their literary continuations. Young learners created a shared drawing and puzzle of their favorite fruit. Methodology in carrying out the project consisted of testing, workshop, presentation, tutorial films, exchange of good practices, survey, questionnaires, observation, analysis of students' tests results. Mathematics teaching methodology: problem, situational, practical methods, brain storming. English teaching methods; online chats of students, online students' cooperation within common projects, brainstorming, task-based approach, dramatization, role-play and communicative approach. In the field of Science the methods applied were discussion, observation, research, perception and sensory methods. Teachers developed their professional skills and knowledge concerning key competences teaching methods and techniques, usage of ICT tools in teaching process. Working in international team allowed them to develop their social skills and encourage them to work on their linguistic skills. Participants gained better perspectives for future international projects participation. Schools enhanced their potential in key competences acquisition by innovative programs. Students developed mathematical, science and communication in foreign language key competences according to the innovative programs introduced. Project participants, local community and other stakeholders being involved in nature protection activities gained greater ecological awareness. All teaching materials acquired and produced during the project have been used at schools in their everyday teaching practice also after the end of the project. There are also some follow up activities planned after the end of the project such as international online English competition on ecology, a common eTwinning project and ecological happenings.